1, judging from the demand for talents in modern society. Since 1990s, the changes of social life style and the rapid development of science and technology have posed new challenges to every member of society. The concept and strategy of sustainable development require every member of society to have the desire and ability of lifelong development and the ability to acquire new knowledge independently.

2. From the development trend of the new round of curriculum reform in China. The Outline of Basic Education Curriculum Reform (Trial) puts forward the task of changing students' learning methods and advocates independent, cooperative and inquiry learning methods. Real cooperative learning and inquiry learning must be autonomous learning. Therefore, advocating autonomous learning has become the primary task of changing students' learning style. From the perspective of the relationship between teaching and learning. Teaching methods determine learning methods, and students' autonomous learning cannot be separated from teachers' guidance. Therefore, it is of great practical significance to study the guiding strategies to promote students' autonomous learning.

3. From the current problems in classroom teaching. The traditional learning method bases learning on human objectivity, passivity and dependence, which leads to the continuous erosion of human subjectivity, initiative and independence. For a long time, classroom teaching has followed the teaching mode of full-time irrigation and full-time questioning, which has turned students' learning into a passive behavior and a controlled behavior forced by external forces. Students often study and do their homework in a blind and "no-ego" state, and rarely engage in completely self-controlled learning activities. This kind of passive learning, which lacks initiative and consciousness, completely loses the long-term value and significance of promoting the growth and development of the subject. From the relationship between guidance and autonomy. Traditional education attaches too much importance to teachers' leading role, teachers participate more, and students are always in a passive position; Since the implementation of quality education, students' main role has been strongly advocated, and teachers dare not give more guidance. Therefore, how to correctly understand the relationship between guidance and autonomy is very important to promote quality education.

4. From the development of the school itself. In the past three years, our school has carried out independent innovation education research, created a harmonious campus humanistic environment, stimulated students' subjective consciousness, and formed an atmosphere in which teachers devoted themselves to teaching research. In order to further deepen the achievements of educational scientific research and strengthen the connection of topics, the research of this topic is put forward.

Second, the definition of the subject

"Autonomous learning" is a relative concept to "others' learning", a summary of the nature of learning, and a high-quality and high-quality learning. Generally speaking, it refers to the process or ability of learning subjects to consciously determine learning goals, make learning plans, choose learning methods, monitor learning processes and evaluate learning results under teaching conditions.

"Learning guidance" is a purposeful, planned, organized, step-by-step and targeted training activity given by teachers to students' learning practice. It focuses on providing help and guidance to the educated.

"Strategy" refers to a series of specific problem-solving behaviors taken by teachers to achieve teaching goals or teaching intentions.

The purpose of this topic is to arouse the awareness of primary school students' autonomous learning and cultivate their autonomous learning ability, habits and quality by studying the guiding strategies to promote primary school students' autonomous learning.

Third, the goal of the study.

1. Construct specific goals of primary school students' autonomous learning, form guiding strategies to promote primary school students' autonomous learning, and improve teachers' professional development level.

2. Primary school students' awareness of autonomous learning has been enhanced, their autonomous learning ability has been improved, and their autonomous learning habits and qualities have been cultivated.

Fourth, the main theoretical basis and assumptions

(A) theoretical basis

1. Subjective development education is an important thought of Marxist philosophy. Marxism holds that human activities, that is, subject activities, are the process in which individuals consciously interact with objects (objects of activities). Only through subjective activities can people have an effect on the objective world, actively understand the objective facts, and improve, develop and perfect themselves in this process. 2. According to the theory of integrated constructivism, knowledge is not passively accepted, but actively constructed by cognitive subjects. Construction is achieved through the interaction of old and new experiences. Students have a specific natural endowment, live in a specific natural society and family environment, are influenced by different cultures, and have different life experiences, knowledge accumulation, thinking habits and cognitive structures. We should attach importance to the knowledge and experience previously constructed by learners and regard the existing knowledge of learners as the growth point of new knowledge.

Theoretical hypothesis

By studying the guiding strategies to promote primary school students' autonomous learning, we can awaken their awareness of autonomous learning and help them to know themselves, evaluate themselves and adjust themselves consciously in their study and communication. Improve primary school students' autonomous learning ability, cultivate primary school students' autonomous learning habits and quality, help primary school students deepen their perception, imagination, thinking and creativity, so that primary school students can clearly understand their role status and existence value at any time, release their life potential, and then learn to learn and learn to learn.

An analysis of the conditions for verbs (the abbreviation of verb) to complete research tasks.

1. Autonomous learning is not only the need to adapt to social development, but also the need for the development of education itself, and it is also the need for lifelong learning and training a new generation of talents.

2. The research of "Independent Innovation Education" laid the foundation for this study. Therefore, the research of this topic has a good school foundation.

3. The participants in this research are all teaching experts and teaching rookies, with strong educational and scientific research ability and rich teaching experience.

Research content of intransitive verbs

1, to study the specific goals of primary school students' autonomous learning.

2. To study the guiding strategies to promote the formation of primary school students' autonomous learning consciousness, autonomous learning ability, autonomous learning habits and autonomous learning quality.

Seven, implementation ideas, operating principles and research methods

1, implementation ideas

As the general topic of the guidance area, all teachers participate in the research. According to the different age characteristics of primary school students, it is divided into three gradients: low, middle and high. The center is based on the teaching and research group, and the village school is based on the school. At the same time, it is necessary to highlight the research focus and grasp the two key disciplines of Chinese and mathematics to tackle key problems. In the concrete implementation, we should first start with renewing teachers' educational concepts and enhance teachers' awareness of guiding society and being good at guiding; Secondly, the focus of guidance should be in the classroom and closely related to extracurricular activities.

2. Operating principles

In order to ensure the smooth progress of this study, the following principles must be followed:

(1) autonomy principle. Teachers should choose their own research content according to the project plan and their own reality, and carry out research creatively. Teachers should attach importance to students' subjective consciousness, so that students have more opportunities to activities, experience and even create.

(2) the principle of difference. There are individual differences among the educated, which are caused by congenital conditions, environmental influences and educational conditions. These differences determine that education should not only require different individuals to achieve a unified educational goal, but should teach students in accordance with their aptitude, so that each educated person can develop on his own original basis.

(3) The principle of teacher-student cooperation.

Teaching is the unity of teachers' teaching and students' learning, and the essence of this unity is communication. Accordingly, modern teaching theory points out that the teaching process is a process of communication, active interaction and common development between teachers and students. Teachers' teaching in the traditional sense and students' learning in the strict sense will constantly give way to mutual teaching and learning between teachers and students and form a "learning body" with each other.

(4) the principle of overall development. Classroom teaching and students' physical and mental quality should be regarded as an interrelated whole, so that classroom teaching and society, family and students' life can form a coordinated whole. Teaching efforts are oriented to the sustainable development of students' comprehensive quality.

(5) the principle of reflection. Reflection is the ability to review the completed work, grasp the established goals and progress, propose improvement plans, and apply the knowledge learned from teaching or from others. In the experiment, teachers should have the consciousness of reflection and constantly reflect on their own guiding behavior.

3. Research methods

This study mainly adopts action research method, case study method, experience screening method and investigation method.

(1) Action research method. Make plans before study, practice plans during study, observe students' reaction, observe the effect after study, reflect on teaching activities and improve teaching activities. The research period can be long or short, the scope can be large or small, and the researchers can be individuals or groups. Every study should have four links: planning, practice, observation and reflection. This method is suitable for the preparation stage and implementation stage of research.

(2) Case study method. Teachers record typical cases in the process of research, analyze and reflect. This method is suitable for the implementation stage of project research.

(3) Empirical screening method. Collect and sort out the research data, screen the useful ones and eliminate the useless ones, and then concentrate the useful data for summary and refining. This method is suitable for the summary stage of subject research.

(4) Investigation methods. Use interviews, seminars, questionnaires, general statistics and other methods to understand and master the research situation of the subject. This method is suitable for the whole research process.

Eight, research steps

1, preparation stage (438+00 in 2004-8+0 in 2005)

Work objectives:

(1) Formulate the research plan, declare the project, start the demonstration and modify the project plan.

(2) Collect information about autonomous learning at home and abroad to understand the progress of autonomous learning research.

(3) According to the requirements of the new curriculum standards and teaching materials, combined with the research results of the school's original topic "independent innovation education", the preset goals of students' independent learning in each period are formed.

(4) Carry out investigation and study to understand students' original autonomous learning in different periods, and determine some supporting points of this study by comparing the preset goals of autonomous learning with the research status of autonomous learning at home and abroad.

(5) Training project team members and sub-project leaders, and each sub-project leader makes sub-project research plans.

2. Implementation stage (February 2005 to June 2006)

Work objectives:

(1) point experiment: how to guide primary school students' autonomous learning and what are the guiding strategies to promote primary school students' autonomous learning; How to understand the relationship between guidance and autonomy; Are there any basic rules and principles to follow in the process of changing from others-centered learning to autonomous learning?

(2) Causal investigation: Find out the factors that affect students' autonomous learning and how to deal with them.

(3) Verification research: In practice, constantly verify and correct the goal of primary school students' autonomous learning.

(4) Mid-term evaluation of project research. (2006. 1)

(5) Research planning for the next stage.

3. Summary stage (July 2006-2006.6438+00)

Work objectives:

(1) Collect the data accumulated in the experiment, sum up the experience, find the rules, and screen out the guiding strategies that can promote students' autonomous learning. Deepen, expand and improve the research of this topic through universal promotion.

(2) Reporting activities. (2006. 10)

Nine. safeguard measure

(1) organization guarantee

Project leader: Lu Hua.

Project host: Wang Lan.

Members of the research group: Zou Jian, Zou Yu, Fei, and Zou.

Main subtitle and its main contents:

Research on Autonomous Learning Guidance Strategies of Small Class Pupils in Zou Ying

Research on the Guidance Strategies of Zou Yu and Ma's Primary School Students' Chinese Autonomous Learning

Research on the Guidance Strategies of Fei and Lu Jianying's Primary School Students' Mathematics Autonomous Learning

A Study on the Guidance Strategies of Primary School Students' English Autonomous Learning in Zou Hui

Research on the Guiding Strategies of Primary School Students' Autonomous Learning Science

Research on the Guiding Strategies of Primary School Students' Autonomous Learning of Music

Research on the Guidance Strategy of Primary School Students' Sports Autonomous Learning

Research on the Guidance Strategy of Chen Bin Pupils' Art Autonomous Learning

Research on the Guiding Strategies of Primary School Students' Moral and Social Autonomous Learning

(2) System guarantee

(1) Hold regular working meetings for members of the research group. (2) Implement the management opinions of teaching experts and teaching novices. (3) Improve the system of school-based training, public class presentation, exchange of experimental experience, selection of outstanding education and teaching papers in "New Green Cup" and selection of advanced individuals in teaching and scientific research.

(3) Funding guarantee

The school guarantees the funds needed for the experiment. Such as: expert lectures, teacher's thesis evaluation, open class display, going out to visit, etc.

X. Form of results

1, research report.

2. The specific goals of primary school students' autonomous learning.

3. Experience set of primary school students' autonomous learning guidance strategies. Guidance strategies are divided into three levels: one is comprehensive guidance strategy, the other is discipline guidance strategy, and the third is case guidance strategy.

4. Investigation report on primary school students' autonomous learning.

5. Other research activities and concrete achievements related to this topic.